Análisis arqueológico y genealógico a discursos macrocurriculares para las matemáticas escolares: la búsqueda de resistencias al modelo basado en estándares y competencias

Abstract

This research project, framed within the Master's degree in Education with an emphasis in Mathematics Education, conducts an archaeological and genealogical analysis of macrocurricular discourses for school mathematics in Colombia, using a Foucauldian theoretical and methodological framework. Its objective is to identify ethical and political elements that can resist the impositions of market policies promoted by supranational organizations. To this end, it compares the Colombian curriculum, based on standards and competencies, with the Bolivian Sociocommunitarian Productive Educational model, which is considered a resistant alternative. The analysis seeks to denaturalize the intrinsic purposes of the curricular documents, revealing the subjectivities that enable certain ethical and political issues. It argues that the Colombian macrocurriculum has created ambiguities and inconsistencies in the micro and mesocurricular development of educational institutions to produce certain subjectivities, whereas the Bolivian model, by focusing on the objects of life, community, production, and knowledge, presents a perspective that opposes the formation of individuals oriented solely toward productivity.